Careers Guidance in Schools

Mike Amesbury Excerpts

Wednesday 13th July 2022 Westminster Hall

[Mike Amesbury (Weaver Vale) (Lab)]

I beg to move,

That this House has considered the provision of careers guidance in schools.

It is a pleasure to serve under your chairmanship once again, Ms Rees, and I welcome the new Minister to her place.

In 1985, I left school. I was living in a mining community at the time, right at the end of the miners strike. At the end of my school year, a careers officer told me—I stress, told me—that I should either go down the mines, go down the pit, or join the Army, one of the two. It was not so much advice as an instruction; those were the only two options open to me, according to the careers officer. I was not that politically switched on at the time, but I was definitely aware, at the end of a year-long strike, that the pits were not exactly the industry of the future, so I did not do as I was told.

Instead, I went on to become the first in my family to get a degree. Later, I became a careers adviser myself. Eventually, I became a manager of career services, as well as an assessor for those becoming and training to be professional careers advisers. It was a vocational choice grounded in that experience of receiving poor careers advice and being told that my options were limited. I did not—I still do not—want anyone trying to decide on a career or a change in career to have the experience that I had.

I am pleased to say that things have progressed since my school days. Barriers to good-quality careers provision remain in place and the quality of careers advice varies hugely from school to school. When good careers advice is not provided, that often hits the pupils from poorer backgrounds the hardest. It costs individuals and, as a nation, it certainly costs us our economic wellbeing.

“Levelling up” is a term whose future is unclear all of a sudden, but some young people are still not getting the impartial information that they need about the opportunities open to them. The Social Market Foundation, in its recent report on careers advice, argues that levelling up careers provision would make the country fairer. As parliamentarians, we all desire the country to be a fairer place. Careers advice was named as part of the northern powerhouse strategy, but it has not been named as part of the levelling-up agenda. When the Minister responds, will he say whether careers guidance should form part of any upskilling strategy for left-behind places?

Between the Skills and Post-16 Education Act 2022, the Education (Careers Guidance in Schools) Act 2022, which will shortly come into force, and the new statutory guidance, there has been much greater effort to ensure that careers advice is open to all pupils throughout secondary school. As someone who worked in the field, I welcome the extension of careers advice from year 7 to the age of 18 or, for those with additional need, to 25. However, may I ask the Minister whether there are plans to ensure that all schools are subject to the statutory guidance, rather than just maintained schools, some academies and some free schools? If we are serious about all pupils being given first-class careers guidance, we must ensure that all schools are governed by the statutory guidance.

Additionally, does the Department have plans to introduce a new careers strategy, given that the previous strategy lapsed in 2020? Given the legislation that has been implemented since then and the huge challenges to schools brought about by covid, it is clear that we need an up-to-date strategy to respond to the challenges that we face now, that pupils face now.

[Mr Toby Perkins (Chesterfield) (Lab)]

I am greatly enjoying my hon. Friend’s contribution and he brings his experience to bear. He made a point about the statutory guidance and to whom it refers. Does he agree with me that, although the guidance is in statute, evidence shows that at least 25% of schools are failing to achieve the minimum standards of careers guidance, and that guidance is only one part of it? The other part concerns enforcement and assessment regimes, to ensure that the good intentions that the Government put forward are delivered on the ground.

[Mike Amesbury]

I agree with my hon. Friend the shadow Minister. Resources will have to follow statutory guidance. The pandemic has had a significant impact on schools’ ability to deliver careers advice. According to recent research by the Sutton Trust, 75% of teachers in state schools said it had a negative impact, far more than the proportion of similar results returned from private schools.

There is an increasing concern that we have arrived out of the pandemic to a different world, one that students are not being prepared for. With the jobs market evolving faster than ever, Teach First has found that nearly 80% of teachers believe their students to be less ready for the world of work than in previous years. Again, more disadvantaged students will be disproportionately impacted by that, with more than half of teachers saying that they feel the pandemic has impacted disadvantaged students’ perceptions of their potential careers.

Well informed and realistic careers decisions cannot be made if careers provision is socially patterned, as evidenced by the Social Market Foundation. Essentially, pupils from schools in affluent areas opt for university while those in less affluent areas take vocational options. That needs levelling up.

The Baker clause strengthened the legislative framework, stating that schools must allow colleges and training providers access to help pupils make informed choices. If careers provision is resourced to the tune of £2 per student—less than a cup of coffee—quality will be found wanting, as argued by Careers England. Ensuring that schools, teachers and employers feel supported to meet the needs of students will be vital for improving the quality of guidance given. With only 17% of year 13 telling the Sutton Trust that they have learned about careers opportunities in their local area, there is considerably more to do to connect businesses and schools.

Although the Careers and Enterprise Company has done some excellent work connecting schools and businesses in some areas, including schools in my own, only half of heads report that their schools are part of the CEC careers hub. That clearly needs to be scaled up. Since the abolition of Connexions in 2011, 2 million children and young people have not had access to independent careers professionals.

I would argue that we need massively to improve access to work experience, with only a third of pupils having completed work experience by the age of 18. A statutory duty, with resources to support a two-week placement, should be put in place. Where possible, we need to ensure that the work experience that a young person undertakes is relevant to their future ambitions. Beyond giving the important experience of the work environment, work experience should help those students better frame their future ambitions and make informed careers decisions.

That was brought home to me recently by a year 10 work experience student called Kevin, who chose to work in my constituency office because he felt it would be more interesting than the other opportunities on offer, but it was pretty clear that he wanted to be a firefighter. I have now put him in touch with our local fire service, and he used his experience to do a bit of research in my office when he was on placement there.

It is essential that any new Government strategy on careers advice focuses on work experience and ensures connections between schools, local authorities and local businesses. That will mean that pupils get more opportunities for their two-week work experience, which will help them make informed decisions. It will also help us, as legislators and politicians, to ensure we have a growing economy.

A new strategy must also deliver on one of the areas that we most need to change when it comes to careers guidance, which is apprenticeships. Although most students feel that they get plenty of guidance about university courses, only 10% feel the same way about apprenticeships. Too often, support for students considering apprenticeships or vocational education is much weaker than for those considering academic education. In some schools, every student creates a UCAS account by default, cementing the idea that higher education is the default option. We need to ensure that within careers advice apprenticeships and further education are put on the same footing as university education. We cannot continue with the disparity in information, advice and therefore access that we see all too often.

[Mims Davies (Mid Sussex) (Con)]

Does the hon. Gentleman agree that there is an opportunity to link local economies, the labour market and businesses with apprenticeships if schools can organise that before people leave education? No one should be heading out of education not into the labour market, higher education or a traineeship. Does he see an opportunity to enact that via schools?

[Mike Amesbury]

I agree. In my constituency, Tata Chemicals Europe offers some brilliant apprenticeships, and at times it has really struggled to achieve the connection between the local school community and the apprenticeships on offer. I totally agree with that very good point.

As I have said previously, I was the first person in my family to go to university. I do not want a system that disadvantages students from working-class backgrounds and excludes higher education as a pathway if it is right for them. We must absolutely ensure that they are given the information and support they need to go to university and aspire to be the best they can be, but we should also ensure that people from all backgrounds make informed choices about the other brilliant opportunities on offer, such as apprenticeships, including those at levels 4 and 5, and those with a mixture of university and in-work training.

Students recognise that the situation with apprenticeships prevents them from properly considering them as an option. Some 31% think that having better information would have encouraged them, their friends and their classmates to choose an apprenticeship. It was also found that a number of people, including parents, reinforce the stigma associated with apprenticeships. We need to challenge parents and carers on that.

More funding and training for teachers is absolutely key if we are to reach parity of esteem between university and apprenticeship options. We must remove the idea that apprenticeships are not as valuable and almost second rate. To do that, we need a practical system to promote them. Having a central UCAS system means that universities can do active outreach around it. Teachers and other support staff, and generations of parents and carers, are also familiar with it. Students seeking apprenticeships deserve a system that is just as clear and effective and that is funded and supported.

[Jack Lopresti (Filton and Bradley Stoke) (Con)]

I agree with the hon. Gentleman’s point about the potential stigma about apprenticeships compared with university, but that is not a question of funding—it is a question of attitude. It is about changing the mindset, rather than resources. There are resources. There is careers advice. We have created 5 million apprenticeships since 2010. It is people’s attitudes that need to change.

[Mike Amesbury]

On the question of resourcing, if good quality, professional and impartial careers advice and guidance is not given in schools as part of education, then the stigma will remain, and there is an issue of resources there. The hon. Member is right to argue that it is not the only issue, but it is part of it.

UCAS currently advertises around 4,000 apprenticeships, and I think there are some 10,000 on the Government’s system. That is a tiny proportion of what is available. The Social Market Foundation’s recent research advocated for UCAS to be expanded to list all apprenticeship opportunities, in order to combat a system of university by default for many schools. Will the Minister outline what the Government plan to do to improve the provision of apprenticeships information and advice in schools? What assessment have they made of the value of creating a clearer system for apprenticeships information and applications, similar to that for university applications?

Although the statutory framework for careers guidance has been strengthened and the promotion of Gatsby quality benchmarks is good, resources for schools, after being drastically cut, have not been scaled up again. We will all be aware of some good practice in our local schools. Helsby High School in my patch has just won the pledge award through Cheshire and Warrington local enterprise partnership for its careers programme, but there are far too many schools where the quality is seriously wanting. The careers provision landscape is fragmented and piecemeal, with the Careers and Enterprise Company and a National Careers Service largely targeted at adults, schools employing their own careers advisers, with some not employing any at all.

I conclude with my asks of the Minister. An independent, all-age careers guidance service should be established. Rather than fragmentation, we should bring things together, including Jobcentre Plus. Ofsted inspections should be strengthened around impartial careers provision. A two-week work experience programme should be a statutory requirement and UCAS should be required to promote level 4 apprenticeships.

--- Later in debate ---

[Jerome Mayhew (Broadland) (Con)]

I welcome the Minister to her place. Until last week, she was my Whip, so there may be a degree of Stockholm syndrome in my coming here to support her today. Even if she was not the Minister, however, I would be keen to take part in this important debate, because change has been afoot in our economy over the last 10 to 15 years. When I was at school, I was not asked, “the Army or the pit?”, but the choice was similarly limited. It is noticeable that, even at my school, there was no mention of going into business. It was just not expected, which is pretty devastating, and may explain some of the issues in the economy.

There is now a bewildering array of opportunities for the transition from secondary education to the next stage of life. I have never been more optimistic for the future of children and young people coming up through secondary education. There is a wealth of opportunity that did not exist even five years ago.

Let us look at my constituency, which is made up of largely rural farming communities in Norfolk. In the last few weeks, I visited a rocket company that specialises in testing satellites in microgravity conditions. Fischer Farms is building the world’s—or certainly Europe’s—largest vertical farm, which is wholly reliant on robotics and artificial intelligence. Some 17 GW of offshore renewable wind will be located in the southern North sea between now and 2030, a large chunk of which will come to shore in Norfolk, with all the attendant jobs and careers. There is not just one film studio; a second, and arguably a third, is being proposed. They are all exciting new opportunities.

I have not even mentioned the research going on in Norwich at the John Innes Centre, which employs 250 scientists at the cutting edge of gene editing, gene therapy and biosciences. There is also specialist engineering at Lotus in Hethersett. I could go on—and that is before we get anywhere near Cambridge, which is a huge hotbed of exciting developments.

School leavers have the world at their feet, but because that is so exciting, because there are so many opportunities, and because it is so different and new, it is daunting, and there is a correspondingly enormous need for support. When I was starting out, I had no idea what I wanted to do in life. If any young person is unfortunate enough to be listening to this debate, I reassure them that that is absolutely normal. In fact, the number of people who know clearly what they want to do in life is vanishingly small. Finding out is a process. As we develop through our experiences, our aspirations and ambitions develop as well.

The Government are right to have moved away from Labour’s 1999 target of funnelling 50% of all school leavers into tertiary education—into universities. In my experience, that was damaging, because many people were shoehorned into an educational environment that simply did not suit their academic inclinations or the line of career development that they would later take. At the same time, there was a proliferation of unsuitable courses, as academic institutions tried to maximise their fees. It is not surprising that 6% of all those funnelled into tertiary education ended up dropping out in the first year, which was a huge loss of their time, energy and money.

A very large chunk—not a majority, I am pleased to say, but up to a third—of graduates did not get the benefit of their tertiary education within the next three, five or even 10 years. Fully a third of them were not in graduate employment five to 10 years after their graduation. That illustrates a philosophical difference between the approach of Labour and that of the Conservative party. Labour’s go-to approach is one of social engineering via targets, whereas we in the Conservatives want to give people choices. We want to open up the world, and we trust people to make up their mind. We see that this very week in the Conservative party leadership election. The Labour party talks about diversity—they want targets—but they are led by a middle-aged white male. I have nothing against them, but look at the Conservative party—the most diverse group of people. I think we are about to have the third female Conservative Prime Minister, and if we do not, we are highly likely to have our first ethnic minority Prime Minister. Is that not wonderful? And it is achieved not through targets, not through telling people, but by providing choice, opportunity and personal responsibility.

[Mike Amesbury]

Also in the Conservative leadership contest, there have been promises of tax cuts totalling over £300 billion so far. Those cuts would have consequences for public services providing the advice and guidance that schools and pupils need in communities up and down the country. Some of those promises are folly, to be frank.